Chiara Antonietti
Biographic Data
| ID | 7125188 |
|---|---|
| NAME | Chiara Antonietti |
| GIVEN NAMES | Chiara |
| FAMILY NAME | Antonietti |
| SIGNATURE | ANTONIETTI C |
| AFFILIATIONS | University of Zurich |
| ORCID | 0000-0003-0518-3910 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
How school leaders justify digitalization in vocationally oriented Swiss upper-secondary schools
School leaders play an important role, when it comes to digitalisation of teaching and learning. In this study, different arguments for school-specific digital strategies by school leaders were analysed from a convention theory perspective. Semi-structured interviews were conducted with 9 Swiss school-leaders of 2 secondary school types (7 vocational schools and 2 upper secondary specialised schools), regarded as digitally advanced schools. Conte…
The role of personal and contextual factors when investigating technology integration in general and vocational education
This study aims to investigate the extent to which perceived personal and school-related factors influence the quality of technology integration in teaching at the upper secondary level and how this differs between general and vocational education . The quality of technology integration was operationalised through the different activities supported by technology according to the ICAP model. We used data from a survey of 1660 teachers from 106 upp…
Enhancing teacher collaboration for technology integration
The study explored how school principals' transformational leadership impacts formal and informal teacher collaboration for technology integration. Goal clarity and the strategic importance of technology integration in Swiss upper-secondary schools were considered as mediators. Analyzing data from a survey of 2247 teachers using multilevel correlation and structural equation modeling (SEM) with cluster-robust standard errors, we found that princi…
“Digital constructivists, activators or presenters? Different profiles of technology integration among swiss upper secondary school teachers”
This study explores patterns of technology integration in upper secondary school learning activities. Data were collected via an online survey in Switzerland. Through latent profile analysis, three distinct teacher profiles emerged. Teachers in Profile 1 ( digital presenters ; N = 896) mainly integrated technology to present content; Profile 2 ( digital activators ; N = 979) used technology for presentation and allowed students to interact with m…
Why do some teachers teach media literacy while others do not? Exploring predictors along the “will, skill, tool, pedagogy” model
The present study aims to identify factors that predict whether teachers engage in teaching about digital technologies (media education), which is an under-researched topic compared to the research about teaching with digital technologies (technology integration). Thus, a popular model of technology integration—the “will, skill, tool, pedagogy” model—guided our research on media education. Based on a survey of 2247 Swiss upper secondary school te…
Transformational leadership for technology integration in schools
The present study aims to investigate whether the transformational leadership practices of school principals support teachers in using digital technologies in a way that fosters students' engagement in cognitively demanding learning activities in class. To this end, teachers' positive beliefs about digital technology, their technical skills, the digital school infrastructure, and teachers' skills in teaching with digital technologies were investi…
“Development and validation of the Icap Technology Scale to measure how teachers integrate technology into learning activities”
Previous research investigating the use of technology in school has focused mainly on the frequency of use of digital tools during lessons rather than investigating how technology is integrated with respect to different kinds of learning activities. Since the impact of technology use on learning depends on how it is used and on what activities supported by technology are implemented in lessons, a measurement instrument assessing how technology is…
Can teachers’ digital competence influence technology acceptance in vocational education
Acceptance of technology in educational contexts is a relevant factor in determining teachers' intention to use digital tools in their teaching practice. However, the mechanism through which teachers' digital competence can influence or enhance their technology acceptance and use intention remains relatively unexplored, especially in the context of vocational education and training. The aim of this study is twofold: to evaluate the fit of the tec…
How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors
Teachers' digital competence (TDC) is an important condition for the effective integration of technologies in education, and it depends on personal and context-related factors. Different frameworks and instruments have been developed to measure TDC. However, research on digital competence in vocational education and training (VET) is still scarce. Therefore, this study aims: (a) to provide a snapshot of the status quo of digital competence on a s…
When barriers are not an issue
Many researchers have investigated how barriers to technology integration affect the use of digital technologies in teaching and learning. However, the results have varied across educational contexts and countries. Large-scale assessment studies have described barriers only on a descriptive level instead of analyzing the effects of barriers on actual indicators of technology integration, such as technology use. Therefore, this study investigated …
The impact of self-esteem, family and peer cohesion on social appearance anxiety in adolescence
The aim of the present study was to investigate the longitudinal relationships between self-esteem, family and peer cohesion, and social appearance anxiety (SAA) by considering the mediating role of adaptive (e.g., problem-solving) and maladaptive (e.g., rumination) coping strategies and the moderating role of gender. Data were collected via self-administered questionnaires in 2018 and 2019 in a sample of 1085 adolescents. Applying Structural Equ…
Theory of Mind as a Mediator Between Emotional Trust Beliefs and Interpersonal Communication Competence in a Group of Young Adults
Research has provided direct and indirect evidence of associations between trust beliefs and social-perceptual theory of mind (ToM) and between social-perceptual ToM and interpersonal communication competence during childhood and adolescence. This research (a) developed a scale for evaluating trust beliefs in young Italian adults (Study 1) and (b) examined how social-perceptual ToM mediates the relationship between emotional trust beliefs and int…
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The impact of self-esteem, family and peer cohesion on social appearance anxiety in adolescence
The aim of the present study was to investigate the longitudinal relationships between self-esteem, family and peer cohesion, and social appearance anxiety (SAA) by considering the mediating role of adaptive (e.g., problem-solving) and maladaptive (e.g., rumination) coping strategies and the moderating role of gender. Data were collected via self-administered questionnaires in 2018 and 2019 in a sample of 1085 adolescents. Applying Structural Equ…
Theory of Mind as a Mediator Between Emotional Trust Beliefs and Interpersonal Communication Competence in a Group of Young Adults
Research has provided direct and indirect evidence of associations between trust beliefs and social-perceptual theory of mind (ToM) and between social-perceptual ToM and interpersonal communication competence during childhood and adolescence. This research (a) developed a scale for evaluating trust beliefs in young Italian adults (Study 1) and (b) examined how social-perceptual ToM mediates the relationship between emotional trust beliefs and int…
Can teachers’ digital competence influence technology acceptance in vocational education
Acceptance of technology in educational contexts is a relevant factor in determining teachers' intention to use digital tools in their teaching practice. However, the mechanism through which teachers' digital competence can influence or enhance their technology acceptance and use intention remains relatively unexplored, especially in the context of vocational education and training. The aim of this study is twofold: to evaluate the fit of the tec…
How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors
Teachers' digital competence (TDC) is an important condition for the effective integration of technologies in education, and it depends on personal and context-related factors. Different frameworks and instruments have been developed to measure TDC. However, research on digital competence in vocational education and training (VET) is still scarce. Therefore, this study aims: (a) to provide a snapshot of the status quo of digital competence on a s…
When barriers are not an issue
Many researchers have investigated how barriers to technology integration affect the use of digital technologies in teaching and learning. However, the results have varied across educational contexts and countries. Large-scale assessment studies have described barriers only on a descriptive level instead of analyzing the effects of barriers on actual indicators of technology integration, such as technology use. Therefore, this study investigated …
Transformational leadership for technology integration in schools
The present study aims to investigate whether the transformational leadership practices of school principals support teachers in using digital technologies in a way that fosters students' engagement in cognitively demanding learning activities in class. To this end, teachers' positive beliefs about digital technology, their technical skills, the digital school infrastructure, and teachers' skills in teaching with digital technologies were investi…
“Development and validation of the Icap Technology Scale to measure how teachers integrate technology into learning activities”
Previous research investigating the use of technology in school has focused mainly on the frequency of use of digital tools during lessons rather than investigating how technology is integrated with respect to different kinds of learning activities. Since the impact of technology use on learning depends on how it is used and on what activities supported by technology are implemented in lessons, a measurement instrument assessing how technology is…
Why do some teachers teach media literacy while others do not? Exploring predictors along the “will, skill, tool, pedagogy” model
The present study aims to identify factors that predict whether teachers engage in teaching about digital technologies (media education), which is an under-researched topic compared to the research about teaching with digital technologies (technology integration). Thus, a popular model of technology integration—the “will, skill, tool, pedagogy” model—guided our research on media education. Based on a survey of 2247 Swiss upper secondary school te…
The role of personal and contextual factors when investigating technology integration in general and vocational education
This study aims to investigate the extent to which perceived personal and school-related factors influence the quality of technology integration in teaching at the upper secondary level and how this differs between general and vocational education . The quality of technology integration was operationalised through the different activities supported by technology according to the ICAP model. We used data from a survey of 1660 teachers from 106 upp…
Enhancing teacher collaboration for technology integration
The study explored how school principals' transformational leadership impacts formal and informal teacher collaboration for technology integration. Goal clarity and the strategic importance of technology integration in Swiss upper-secondary schools were considered as mediators. Analyzing data from a survey of 2247 teachers using multilevel correlation and structural equation modeling (SEM) with cluster-robust standard errors, we found that princi…
“Digital constructivists, activators or presenters? Different profiles of technology integration among swiss upper secondary school teachers”
This study explores patterns of technology integration in upper secondary school learning activities. Data were collected via an online survey in Switzerland. Through latent profile analysis, three distinct teacher profiles emerged. Teachers in Profile 1 ( digital presenters ; N = 896) mainly integrated technology to present content; Profile 2 ( digital activators ; N = 979) used technology for presentation and allowed students to interact with m…
How school leaders justify digitalization in vocationally oriented Swiss upper-secondary schools
School leaders play an important role, when it comes to digitalisation of teaching and learning. In this study, different arguments for school-specific digital strategies by school leaders were analysed from a convention theory perspective. Semi-structured interviews were conducted with 9 Swiss school-leaders of 2 secondary school types (7 vocational schools and 2 upper secondary specialised schools), regarded as digitally advanced schools. Conte…
Psychology (10 works) · Digital literacy in education (8 works) · Mathematics education (6 works) · Pedagogy (6 works) · Computer Science (5 works) · Gender and Technology in Education (5 works) · Social Psychology (5 works) · Technology integration (4 works) · Educational technology (3 works) · Knowledge management (3 works)